Exploring the factors influencing the adoption of artificial intelligence technology by university teachers: the mediating role of confidence and AI readiness

This study reveals the positive role of subjective norms in university teachers' behavioral intention to adopt AI technology, indicating that subjective norms not only directly enhance behavioral intention but also exert indirect effects through both single and chain mediation of confidence and AI readiness. The findings highlight the critical role of confidence and AI readiness in the relationship between subjective norms and behavioral intention, suggesting that to effectively increase university teachers' willingness to use AI technology, it is important to focus on improving their confidence in and readiness for AI technology, thereby strengthening the positive impact of subjective norms.